Intent - What do we want to deliver?
At Market Drayton Junior School, we take a mastery approach to the teaching and learning of mathematics. Essentially, our ethos is that all children can be successful in the study of mathematics. We do not accept that ‘some children cannot do maths’ or that children should be limited by prior attainment. Maths is for everyone! We teach the skills to ensure our children are resilient learners who become life-long mathematicians. To this end our intent is to aim to deliver an aspirational and engaging mathematics curriculum through high quality teaching which reacts to the needs of our society.
At Market Drayton Junior School, we recognise that mathematics, as a core subject touches every party of our daily lives and as such we give the teaching and learning of mathematics the prominence that it deserves.
The intention of our mathematical curriculum at Market Drayton Junior School is for our children to be excited about mathematics! Developing a positive attitude to this subject is essential. Teachers promote children’s enjoyment of mathematics and provide opportunities for them to build a conceptual understanding of mathematics before applying their knowledge to everyday problems and challenges. We ensure that challenge is provided for all children, whatever their ability and understanding. Children are encouraged to be brave and push the boundaries, deepening their understanding further.
Our belief is ‘The only way to learn Mathematics is by doing Mathematics!’
Implementation - How Do We Deliver the Mathematics Curriculum?
Our mathematical curriculum is based on the 2014 National Curriculum. To further support this the school has implemented the use of Big Maths throughout Key Stage 2. Big Maths is used by teachers on a daily basis to provide the children with the key concepts of number. This culminates in a weekly CLIC test.
We recognise that children need to be confident and fluent across each yearly objective. The domains of mathematics are planned by the individual year groups to ensure consistency of delivery and content to ensure their year group’s objectives are fulfilled as well as the needs of all children.
High quality resources are used in conjunction with Big Maths, NRICH and NCETM to support, stretch and challenge all children within the classroom. In addition, the school’s calculation policy is used to ensure a coherent approach to teaching the operations across our school.
Our curriculum builds on the concrete, pictorial, abstract approach. By using all three, the children can explore and demonstrate their mathematical learning. Together, these elements help to embed the knowledge they have acquired.
Concrete – children have the opportunity to use concrete objects and manipulatives to help them understand and explain what they are doing.
Pictorial – children then build on this concrete approach by using these pictorial representations, which can then be used to reason and solve problems.
Abstract – with the foundations firmly laid by using the concrete and pictorial methods the children can move onto an abstract approach using numbers and key concepts with confidence.
The teaching of the domains in mathematics is re-visited to ensure that topics are revised, prior knowledge and vocabulary, are built upon and the application of mathematical skills, such as observing, classifying, interpreting and problem solving etc. Written and verbal communication, recording and reasoning are enhanced, as the children progress.
Maths Curriculum Pathways and Progression Maps
Special Education Needs in Maths
How do we ensure all children can access maths lessons?
Our curriculum is designed to ensure that all children can access their learning and are enthusiastic to do so. We focus on a range of skills including number bonds, timetables, geometry, statistics and real-life mathematical problems incorporating the ‘Big Maths’ scheme to ensure a rounded and consistent learning experience across the school. Our lessons are differentiated so that all children have the same experiences but which are tailored to their individual needs. We focus on what children can achieve in lessons to build up confidence and a love of learning, whilst gaining an understanding of all things mathematical and making progress which is aligned to their abilities. This is achieved through additional interventions such as ‘pre-teaching’ and small group support within the classroom. For those children with complex additional needs, a suitably differentiated plan is developed with support, in some instances, of external agencies to ensure that we are providing them with the best opportunities to develop their skills and understanding of maths. All children are given the opportunity to partake in all daily lessons as well as having the opportunity to be involved in whole school assemblies and attendance at after school maths clubs when offered. As a school we adapt our environment to suit the needs of our children with resources such as coloured exercise books, adapted pens and pencils, vocabulary mats and practical resources.
As a school we strive to support fully the teaching of maths and to develop the children’s learning to allow each and every child to maximise their own individual potential.
Impact - How we help Children Get to a Deep Level Of Understanding?
At the start of every domain the children are asked to completed an entrance card for the new topic they are about to study. Once this card has been completed the teacher marks it and assigns a target for the individual child to work on during the ensuing weeks. Once the domain has been completed the children then complete an exit card. Once this card has been marked it enables the teacher to ascertain the level of progress made from their entrance card.
Each week children complete a weekly CLIC, SAFE and Learn Its as part of their Big Maths work. The scores are then recorded on grid which provides teachers with the evidence of where any gaps are in the children’s or class’ learning. As a result of this information, the teacher is able to apply their findings into their individual or year group planning as well as any interventions required. Once the children achieve a score of 9 or 10 for three consecutive weeks they progress up the levels. We have found that the children enjoy the competitive nature of these tests to challenge themselves to make progress. During Year 6 the children begin to move away from CLIC to focus on arithmetic papers in preparation for SATs as well as their move towards Key Stage Three.
At the end of each term, the children complete a written test such as PUMA, NFER etc. to establish the progress made during that term. Results of these tests are inputted into an assessment programme to again highlight areas of strength and weakness for each child.
To conclude, the impact and measures of the above are to ensure that the children not only acquire the appropriate age related knowledge linked to the mathematics curriculum, but also to embrace and nurture a love of mathematics which has been fostered within school, to encourage a strong sense of challenge and ambition within the children for today and as they continue through their academic journey and potential future job prospects.